Analysis of assessment data from an initial pool of second-grade students (n = 4549) in low-income rural communities and a subgroup of students identified from that pool for gifted services (n = 524) provided evidence for the validity of a curricular-aligned process including universal screening and local norms for identifying rural students in high-poverty schools as gifted. We first compared identification data on a group identified with existing, more general identification strategies to data on students identified specifically in language arts using universal screening and local norms as part of the identification criteria, providing staff development focused on indicators of rural giftedness prior to teacher ratings of students, and using a profile in decision making. This comparison confirmed the hypothesis that talent in rural students from low-income areas may manifest in ways that are not captured by more generic identification processes. Despite concerns about the implementation of identification processes using local norms, students identified through the project’s alternative approach scored higher on a measure of verbal aptitude and scored as well on postintervention assessments as students identified using the district-identification process. This outcome provides evidence that students identified with local norms in a specific academic domain reach similar or higher levels of achievement as students identified using national norms and more general means of assessment.

中文翻译：

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实施与课程相一致的策略以识别农村天才学生的后果

分析来自低收入农村社区的初始二年级学生库 ( n = 4549) 和从该库中确定的有天赋服务的学生子组 ( n= 524) 为课程协调过程的有效性提供了证据，包括普遍筛选和当地规范，用于将高贫困学校的农村学生识别为有天赋的学生。我们首先将使用现有的、更通用的识别策略识别的群体的识别数据与使用通用筛选和当地规范作为识别标准的一部分在语言艺术中专门识别的学生的数据进行比较，从而在教师之前提供专注于农村天才指标的员工发展学生评分，并在决策中使用个人资料。这种比较证实了这样一个假设，即来自低收入地区的农村学生的人才可能以更通用的识别过程无法捕捉到的方式表现出来。尽管对使用当地规范实施识别过程感到担忧，通过该项目的替代方法确定的学生在语言能力的测量中得分更高，并且在干预后评估中的得分与使用地区识别过程确定的学生一样。这一结果提供了证据，表明在特定学术领域中被当地规范认定的学生与使用国家标准和更一般的评估手段认定的学生达到相似或更高的成就水平。